Step 1: Background Reading

In class, have students read the first section of Wikipedia’s entry on Gen. Francisco Franco. This will provide background on the Spanish Civil War, and Franco’s forty-year dictatorship.

Before moving on, briefly check for comprehension. Note that other supporters of fascism or Hitler were forced from power after Germany, Japan and Italy lost World War II. Franco, however, remained in power, bolstered by the U.S. because they approved of his rigid anti-communist stance. If time allows, you may want to use this as an opportunity to review with students how to assess credibility on Wikipedia by examining the “Talk” and editing history tabs. Or, for a more advanced reading level, you might substitute this summary from the Abraham Lincoln Brigade Archives.

Step 2: Introduce the Film

Tell students that they’re going to continue learning about Spain under Franco by viewing clips from the film, The Silence of Others. Filmed over six years, the documentary follows victims of Franco’s repression as they fight a state-imposed amnesia of crimes against humanity. While many argued that silence was meant to heal; instead it revealed a nation still divided.

Give students prompts for viewing. After the clips you will ask them:

• What was Spain’s “Pact of Forgetting?”
• What is “Universal Jurisdiction” and how is it used to try to achieve justice for crimes committed by a state?
• Why was it important to survivors that they tell their stories publicly? Why do they want people in their country to remember?
• What did the nation or culture gain or lose by enforcing silence?
• What’s the difference between individual memory and collective memory?
• How does the “Pact of Forgetting” and its impact relate to ___________ (fill in the blank with a connection to your curriculum (e.g., re-naming a school building that was named for a white supremacist).

You may want to post these or provide them on a handout that students can reference while viewing the film clips.

Step 3: Screen and Discuss

Show the clips, pausing between each to check for comprehension and to discuss issues raised. Focus on the prompts that link to your curriculum and match the level of your students.

Clip 1: “History and Context” (2:46 min.)

Discussion possibilities:

• Reaction to the historical (violent) footage of Franco’s troops and of Franco with Hitler?
• The “Amnesty Law” gave amnesty to political opponents jailed by Franco and also to those who committed atrocities on behalf of Franco - “An amnesty for all, by all. A forgetting for all, by all.” How might a government ensure that the forgetting is “widespread”?
• What do you think about the strategy to discourage schools from teaching about the full history of Franco’s regime? If the government encourages silence about certain topics, is that likely to result in forgetting?

Clip 2: “The Lawsuit” (3:35 min.)

Discussion Possibilities:

• Human rights attorney Carlos Slepoy suggests that everyone agrees that an individual murderer should be held accountable, but the response to widespread murder (crimes against humanity) is, “It’s better to forget. We must turn the page.” Is it better to forget?
• Slepoy defines Universal Jurisdiction: “Crimes against humanity can be prosecuted at any time, anywhere in the world.” Do you think it’s a good idea to allow prosecution of Spanish citizens in Argentina because Spain’s Amnesty Law won’t allow prosecution in Spain? How would you feel about US citizens being prosecuted in another country?
• What are the links between the prosecution of Chile’s Gen. Pinochet by Spain and the prosecution of Francoists by Argentina?
• What is your reaction to Judge Baltasar Garzón being put on trial for investigating atrocities during Franco’s regime while those he is investigating remain protected from prosecution?
• Judge María Servini explains that “crimes against humanity have no statute of limitations. No amnesty can cover them up or prevent their investigation.” Why would those who crafted international law declare that there should be no statute of limitations on crimes against humanity? Do you think that’s a good idea or would you recommend limits?

Clip 3: “Testifying” (5:10 min.)

• What was it like to hear from the people who felt silenced by Spain’s Amnesty Law?
• Why do you think the victims wanted to publicly share their stories?
• What did you learn about the possibility of forgetting trauma?

Clip 4: “Crime Against Humanity?” (2:20 min.)

• Chato chuckles at “Billy the Kid” being confronted on the street by a reporter. What do you think of the journalist’s approach? Do you think it was appropriate?
• Chato says he is looking for justice, not revenge. What’s the difference?
• Carlos Slepoy says, “Forgiveness is an individual matter. A state cannot forgive crimes.” What do you think he meant?
• Merçona Puig Antich, a plaintiff, says, “Forgetting does not lead to forgiveness… It generates more hatred.” What evidence have you seen to support or contradict her belief?
• Compare and contrast the positions of two victims. Ascensión, says, “You can forget, but you can’t forgive.” Horacio says, “Of course I forgive you. You, the physical person who did something horrible because you were serving a regime that tortured me. But I demand justice. Because I was condemned illegally and you went scot-free.”

Clip 5: “Renaming” (1:55 min.)

• Celia Mayer, Madrid’s Head of Cultural Affairs argues that, “The debate about war, or violence during a dictatorship, should never be confined to the private sphere.” Do you think she’s right?
• If you had been a representative in the chamber, how would you have voted on the resolution to change the names of selected locations and streets in Madrid?

End the viewing session by discussing any of the 6 prompts from Step 2 that haven’t already been covered.

Step 4: Link to Current Event(s) – Writing Assignment

Assign students to apply what they have learned by writing a blog post or letter to the editor weighing in on a current controversy related to historical memory. Their post or letter will have to include research-based background information on the issue, at least one thing they learned from the day’s discussion of the film, and their own opinion.

You can invite students to select a controversy that interests them, or assign them something that relates to your curriculum. For example:

• A government or civics class might focus on something happening locally.
• A U.S. History class might examine the renaming of a building on a college campus or removal of a statue of a former slave holder or confederate soldier, or current discussions of reparations.
• A Global Studies class or students studying World War II might look at Germany’s policies forbidding Holocaust denial or display of fascist/Nazi flags, insignia, uniforms, slogans, or greetings.

Be sure to let students know how their work will be evaluated (e.g., clarity of writing, quality of argument, understanding of the impact of historical memory).